<![CDATA[Violence, particularly verbal and psychological forms, remains a concern in elementary schools, while learning activities often rely on books or worksheets that are less engaging. An initial needs assessment in Grobogan Regency revealed a strong preference for visual-animated media. Among teachers, 100% considered violence-prevention materials important, only 40% considered existing books/worksheets adequate, 80% believed visual/animated materials were helpful, 100% needed innovative media, and 80% stated that animated videos would support learning. Among students (n=30), 83% were more interested in pictures/animations, 77% found stories/videos easier to remember, 70% felt bored when learning only through books, 80% wanted modern learning media, and 87% considered the topic important. Accordingly, this study aimed to: (1) map teachers’ and students’ needs; (2) design and develop the contextual animated video Tidak Membully di Dalam Kelas; (3) assess its feasibility through expert validation; and (4) examine its effectiveness using N-Gain. The study employed Research and Development (R&D), modifying Sugiyono’s model through the use-trial stage. The procedures included needs analysis, planning, development based on the Cognitive Theory of Multimedia Learning (CTML), expert validation using Aiken’s V, limited and field trials to assess practicality, and pretest–posttest analysis using individual- and class-level N-Gain. The results confirmed strong user needs, successful CTML-based product development, and valid-to-highly valid feasibility, with key revisions addressing terminology, readability, and reflective pauses. The class mean N-Gain was ≥0.30 (moderate category), with most students achieving at least a moderate gain. The findings indicate that the animated video is feasible, practical, and effective for Grade IV elementary-school violence-prevention learning and is suitable for broader adoption and dissemination]]>
